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New visions of collective achievement [electronic resource] : the cross-generational schooling experiences of African American males / Darrell Cleveland Hucks ; foreword by Suzanne C. Carothers.

9789462098091 electronic book
9462098093 electronic book
9789462098077
9462098077
9789462098084

Rotterdam ; Boston : Sense Publishers, ©2014.

English

1 online resource (xx, 150 pages) : illustrations

10.1007/978-94-6209-809-1 doi

LC2731 .H83 2014

371.8296073

In decades of school reform, from Brown v. Board of Ed to the No Child Left Behind Act and the recursive educational reforms they have ushered into our schools, improving the achievement outcomes of students of color has been a primary focus in public education. The new code for addressing this concern is the current focus on closing the "achievement gap" between Black and White students--especially, for African American males, the group that continues to occupy the bottom tiers in of achievement at all levels of school. This concern raises the question why, for generation after generation, have African American males not been successful academically. There is a significant body of research supported by quantitative measures showing low-test scores, high dropout rates, crime and incarceration statistics which suggest that African American males are not successful in school or in society. Existing research shows that African American males are least likely to be employed and most likely to be imprisoned. They are oftentimes, most likely to be overrepresented in categories associated with school failure.
Employing qualitative research methods through an intergenerational lens, this study looks at what has been overlooked by past research, the cross-generational schooling experiences of African American males--their stories in their own voices. This study argues that school-reform strategies must take into account the lived experiences of African American males. Based on the narrative accounts of African American boys between the ages of eight and twelve, and the adult males in their immediate and extended families, this study explores how intergenerational conflicts and continuities impact the academic performance of African American male students in schools today. The study has implications for: the design and implementation of present and future school-reform efforts; educational policy and research, and teacher education. Findings suggest that a new vision of collective achievement would not only provide a necessary lens for improving student achievement, but would provide important applications for the investment, engagement, and achievement of all who are involved in the process of bringing positive change for African American males.

Includes bibliographical references (pages 141-145) and index.

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